Contemporary educational criticism : a critique

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Sue Books (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
David E. Purpel

Abstract: This dissertation explores issues in the theory and practice of contemporary educational criticism that have arisen in the wake of the breakup of the curriculum field in the 1960s and 1970s. This upheaval, I argue, reflects a broader questioning across the humanities and the social sciences that has challenged the legitimacy of critics' claims to authority and has eroded the boundaries of disciplinary critique. The dissertation develops a critique of John Mann's model of curriculum criticism and critiques the practice of educational criticism as exemplified in works representative of the dominant strains of contemporary educational criticism: 1) the geopolitically- and culturally focused criticism of texts such as the National Commission on Excellence in Education's A Nation at Risk and Allan Bloom's The Closing of the American Mind, and 2) the critical pedagogy literature, which critiques the anti-egalitarianism of critics such as Bloom and the NCEE. Conclusions are 1) that for educational critics to recognize

Additional Information

Language: English
Date: 1991
Education $x Philosophy
Educational change
Curriculum change
Curriculum planning
Critical pedagogy

Email this document to